LB 



LIBRARY OF CONGRESS. 



Shelf. 

UNITED STATES OF AMERICA. 



GRADED INSTRUCTION 



In English 



FOR THE USE OF TEACHERS 



t' J Orville T. Bright 



Entered according to act of Congress, in the year 1881, by ('. M. 
Bright, in the office of the Libiarian of Congress, at Washington. 



THE OSHKOSH TIME^ 

/•v. 



-?,\^'^'' 
'^i^^ 



C. M. Bright, Oshkosh, Wis., 

Sole Publisher. 



PREFACE. 

The object in prepariug this coarse of instructioD 
in English ^as solely lor use in the school of yhich 
the author is principal. The solicitation of fellow 
workers in Chicago who have watched its success, 
is the reason for publishing it in its present form. 

Many teachers, perhaps the majority, will disap- 
prove the plan; but it has already many friends 
There is no denying the fact that the teaching ot 
good English, as shown by the results, is a sad fail- 
ure As common a charge as any brought against 
the' public schools by the journals is that pupils 
leave the grammar schools without being able to 
write a decent letter. The worst of it is that the 
charge is true as co.-acerns the majority of the 
schools, and it is just as true that such results are 
unnecessary. 

The teacher who attempts the following plan 
without nuderstanding ihe whole scope and intent 
of it, at least to include her own grade, and who 
does not make daily preparation for the lesson to be 
presented, can have only partial success-or failure. 
What is wanted with little children U practice 
and not reasons. 

This cannot be too strongly impressed. Hence m 
the early language lessons, leave out the -ichy 
altogether. ^ . 

A^ir-e majority of all ungrammatical expressions 
may be'grouped under a limited number ot topics. 
It is believed that these topics may be successfully 



Instrlction in English 



presented to children in primary grades. This is 
the special object of this course ot study. 

For the suggestions that led to the preparation 
and adoption of thiss3^11abus, the author is indebted 
to a visit to the public schools of Aurora, 111., and 
to the kind courtes}^ of the superintendent, Mr. 
Powell. 

Douglas School, Chicago, Sept. 1, 1881. 



For the use of Teachers. 



GEIS^ERAJ^ KEMARKS. 

In giving language lessons to little children, tlie 
prime object should be to lead the children to talk 
freely about the objects and incidents that come 
within their observation, and through means of this 
freedom to lead them to use correct forms of speech. 
If a thought is correctly expressed in oral language 
it will be in written, provided the child can spell 
correctl3^ Hence the prime importance of what is 
so greatly neglected — teaching children to talk cor- 
rectly. 

To be sure, there are many outside influences, 
especially the practices of the home, that will operate 
against the success of the teacher. But it must be 
remembered that while in recitation the mind of the 
child is on the alert for impressions, and that the 
word of the successful teacher is "law and gospel" 
to the learner. Hence an hour a day spent on this 
subject by an earnest teacher will largely, if not 
entirely, overcome the influences referred to. 

It will rarely be necessary to give points of instruc- 
tion out of hand. They may all be drawn from the 
children by skillful questioning, and nothing pleases 
the child more than to furnish the correct form of 
speech. It will be found very rare indeed that any 
error will be made that none of the children will be 
able to correct. All that is wanted with little child- 
ren is the correction with no attempt at reason 
therefor. 



Instrlction in English 

Wliile any iucorrec't form of speech in school 
should be corrected at an}- time, still if dependence 
for learning and habitually using correct language 
be placed upon these corrections only, failure will 
be the result as it has been heretofore. The impres- 
sion one is able to make in the face of all opposing 
influences will not be a permanent one, unless there 
be a controlling idea in the mind of the teacher 
when conducting a language exercise, so that the 
questions and answers shall be brought to bear upon 
the particular construction or constructions to be 
impressed. 

By taking up one topic of instruction at a time, 
and in natural order, by constant reiteration in the 
sentences of the children, of the correct construction 
wante:l, by the correction of errors w^hicli will pre- 
sent themselves in these same sentences, and by 
means of these corrections, placing in contrast the 
incorrect and the correct forms of speech, impres- 
sions will be made upon the minds of the children 
that nothing can efface, and not even the home 
influence can overcome- 
By securing the freedom of speech, before alluded 
to, the incorrect expressions used upon the play- 
ground and in the homes of the children, will be 
brought before the class for their criticism and cor- 
rection, and it will not be long ere the same errors 
will be noted when not made in the schoolroom. 
In all cases of incorrect expressions, be sure that 
they are heard without repetition by the teacher. 
This will lead children to criticise each other. Any 
pupil who makes a correction should do so clearly 



For the use of Teachers. 



and distiucUy, and by means of emphasis bring the 
incorrect and the correct form into strong contrast. 
One of ihe greatest benefits to be derived from the 
recitation will be gained by giving exact regard to 
this instruction. For instance this sentence is 
heard: "There is three apples on the table." The 
hands are raised for correction. James said, "There 
is three etc." for or instead of "There are three etc." 
After a little practice the correction may be, "He 
ought to have said etc," each word being spoken 
distinctl}^ ' At other times the correction may be 
made as follows: "James ought not to have said 
etc." Thus "had ought" aad "hadn't ought" will 
be banished. 

There is no study in which an efficient teacher can 
awaken greater enthusiasm than in English, and 
there certainly is none of greater im]:)ortance. The 
almost total neglect accorded to it in primary schools 
is very strange, to say the least. 

Present one topic at a time, and thoroughly, before 
going on to another. Recollect again, there is to be 
no technical instruction with little children, no 
reasons for the use of words as employed. The use 
of technical terms may be taken up when it is easier 
to do with than without them. Hecure correct use 
of words and sentences through correct practice. 

The plan advocated will appear more fully in the 
following topics for instruction, which have been 
divided into eight grades or years, as this term may 
be taken as the average time required in preparation 
for high school studies. This classification may be 
easily adapted to any graded school. 



Instkuction in English 



FIRST GRADE. 

1. 

The use of a and an. 

The teacher presents objects or their names, and 
the children us a or an as they repeat each name. 
Make the exercise rapid, working with the pupils 
both individually and in concert. 

2. ■ 

The use of nouns in the singular and plural, com- 
bining them with the correct forms of verbs in 
sentences, and the use of this and that with their 
plurals. 

The teacher uses the terms "one" and "more than 
oni^." 

AVhenever practicable, require all answers to be 
complete sentences- 
Let the children name the objects in the school 
room, one and more than one, as they shall be desig- 
nated. 

Follow this exercise with a prepared list of famil- 
iar names, the teacher naming one and the children 
more than one. 

Then the teacher names the plural and the child- 
ren the singular. Then the teacher gives one form 
and the children the opposite. 

To secure the correct form of the verb, first use 
the objects at hand, requiring something to be told 
or asked about each in the singular and then in the 
plural, or vice versa. 



For the use of Teachers. 9 

The teacher holds to view a book, and secures the 
sentences: The book is old. The book has leaves^ 
€tc. By presenting more than one: The books are 
old. The books have leaves, etc. 

After using the objects at hand take the list of 
words as before, requiring each to be used in a sen- 
tence, alv^'ays following the use of one form of the 
noun with the other. 

Secure the use of two or more nouns with one 
verb, or one noun with two ore more verbs, thus 
leading the children to condense their statements in 
description. 

Especial attention will be required in sentences 
beginning withtJiere, in changing from one to more 
than one. These difficulties only add to the zest of 
children. 

This and that with their plurals, will be used from 
the beginning. 

Showing a pencil. What is this? 

That is a pencil. 

That pencil is in your hand. 

Showing two, the plural forms are obtained. 

The child takes the pencil or pencils, and the use 
of this and these are obtained. First use with vis- 
ible objects, then without. 

The points already indicated, taken in connection 
with the natural timidity of children on entering 
school, will furnish the basis for 'instruction for a 
long time. 

The teacher must not try to crowd too much into 
the first few weeks or months. Her main object 
should be to secure freedom of expression on the 
part of the pupils. 



10 I^'STRrcTiON IN English 



3. 

Use of adjectives. 

The special object is to facilitate expression of 
the apparent qualities of common objects, and thus 
lead slowly to the description of such objects. 
Require complete sentences each expressing one 
quality of the object presented. Then two or more 
qualities in one statement or question, being careful 
about the repetition of and. Thus : 

The pencil is long. 

The pencil is long and nnmd. 

The pencil is long, round and sharp. 

Farther on an excellent practice will be to require 
a reason for some of the statements made. Thus : 

I think the chair is old because, etc. 

I know the sponge is wet because, etc. 

4. 

Use of adverbs. 

The errors appear in using adverbs derived from 
qualifying adjectives. The teacher performs some 
action and the children tell how it is done; or the 
action may be performed by one of the children. 
For iustance, the teacher walks slowly across the 
floor. 

What am I doing? You are walking. 

How am I walking? You are walking slow, will 
be the answer of nine-tenths or moie. 

Always get the correct answer from the children, 
and have it repeated in concert. Then folllow with : 

What kind of walking is this? That is slow 
walking. 



For the use of Teachers. 11 

IIow am I walking? You are walking sloidy. 

Bring out in the strongest possible manner, the 
contrast in the correct use of the adjective and of 
the adverb derived from it. 

Get from the children as many words as possible 
describing the same action, and the use of more 
than one of these words in the same sentence. 

Give thorough drill in the use of words describing 
actions that can be seen by the children. After- 
wards any other actions may be described, or the 
words may be given for use in the sentences, alter- 
nating adjectives and adverbs. It must be borne in 
mind that the number of adverbs of manner given 
in tliis grade must be quite limited, and only those 
in most common use. 

5. 

Use of the personal pronouns as the subjects of 
verbs, both singly and in combination with nouns 
or with each other. 

Secure facility in changing trom one to more than 
one, or vice versa, when used singly in sentences. 
This, as all other exercises in language in this grade, 
should be begun with objects visible to the childr jn. 

Next have the pronoun combined with one noun. 
For instance: 

Who is standing? I am standing. 

Who else is standing? Mary is standing. 

Say the two answers together. A variety of 
answers will follow. Me and Maiy, Mary and me, 
I and Mary, Mary and 1 are standing. Secure the 
correct use of each pronoun, first with a single noun, 



12 iNSTRrCTION IN ENGLISH 

then with more tlian one noun, then use one pro- 
noun with another, etc. 

Give especial attention to the use of the verb was 
with pronouns requiring the verb were. 

Nobody says we is, you is, or they is; but we was, 
you was, and they was, are exceedingly common, 
especially, you was. 

The thorough handling of this topic will require 
great skill and patience, especially with children of 
foreign parentage. 

6. 
The question will arise as to the spelling of the 
words used. This should be acquired as rapidly 
as practicable. Of course, little or nothing can be 
accomplished in this regard at first, but after a few 
months, or during the last half of the grade the 
words used b}' the children should be spelled both 
orally and by writing in sentences. 

7. 

Thorough drill uj^on the correct use aad orthog- 
raphy of the following words, taking the most 
common ones first: 

be bee right write 

dear deer read red 

eye I son sun 

hear here their there 

hour our to too two 

know no wood would 

knows nose whicli wliose 

knot not Mrote ought 
meat meet 



For the itse op Teachers. 18 



8. 

Teach the chiklren to avoid the use of real for 
cery^ (This error is almost universal.) of have got for 
liave^ of aint and sJiant, of lots of or a lot of. 

The manner of making corrections alluded to in 
the general remarks, will entirely avoid the use of 
an auxiliary verb with ought in statements. Prac- 
tice the same in questions. 

9. 

Oral repetition of little stories, told or read by the 
teacher, or one of the children ; or of stories or 
incidents that have come to the children's knowl- 
edge outside of school. Also oral description of 
objects in the school room, or that may be presented 
to the children. In short, any means that an 
intelligent teacher can use to make the children feel 
at home in school, and induce them to talk freely. 
The object is not only to secure freedom in the 
expression of ideas, but also in correct expression. 

10. 

The foregoing comprise the topics of the grade 
for oral exercises. Having a good basis on which to 
build, the written work will be rapidly accomplished. 
This will consist of writing sentences similar to those 
already used, with correct use of period and interro- 
gation mark, capitals to begin sentences and proper 
names, and the word I. Each pupil should be able 
to write his own name, residence, the name of the 
school, of his teacher, and of the principal. 

All writing of sentences should be neatly done. 
"Whenever practicable, any sentences written in a 



14 l^'STiu'CTiON Tx English 



careless or slovenl}- manner should be copied l^efore 
they are inspected by the teacher. 

The writing of sentences except from copy should 
not be undertaken during the first two-thirds or three- 
fourths of the grade. Writing is not to be expected 
in Topic 8. 

The Avork indicated will demand time each day. 
A daily exercise of ten, fifteen or twenty minutes 
for sixty or seventy pupils will not answer. From 
forty-five to sixty minutes, divided into such exer- 
cises as will best suit the teacher's purpose, may be 
very profitably devoted to this subject, and that 
without detriment to any other; provided, of course, 
that the pupils are so classified that the same lesson 
ma}' be given to all in the f-ame room, and that they 
attend school all day. 

SECOND GRADE. 

1. 

If the second grade work is begun at the begin- 
ing of the school year, review briefly the first grade 
topics. 

In reviewing the use of this and that, give thorough 
drill on the use of these words with sort and 
kind. These kind of flowers. Those sort of apples, 
are expressions in almost universal use. 

2. 
The use of ditt'erent forms of the irregular verbs. 
No part of the English Language is more fruitful 
in errors than the use of these verbs, and their cor- 
rect use in school will be something entirely new to 
very many children. 



For the use of Teachers. 15 



Tlie following lesson is indicated merely as sug- 
gestive to the teacher. 

Such verbs should be chosen for the first lessons, 
as will present something for the children to see in 
the lecitation. Take the veih break for example. 
The teacher holds to view a stick of conven- 
ient length. 

If I want to make two pieces of this stick, what 
shall 1 do ? Break it. 

Require this and all other answers to be complete 
sentences. Let the sentence be repeated several 
times, and break be spelled singly and in concert. 

The teacher breaks the stick. 

What did I do ? Broke it. 

Tell me so. You broke the stick. 

Spelling as before. 

The teacher holds the two pieces to view. 

What have I done with this stick ? Broke it. 

Tell me so. You have broke that stick. 

That does not sound right. 

Hands will be raised for correction, and the right 
word will be given in the sentence. 

All repeat the sentence together, spelling as 
before. 

The pupils repeat break, broke, broken, very dis- 
tinctly after the teacher, and spell the words again. 

Then obtain a variety of answers to each of these 
or similiar questions. 

How many ever broke anything, and when ? 

How many have ever broken anything ? 

What had I done to this stick when I showed two 
pieces? and other questions, securing the answers 



IG Instki'ction in English 

has broken, is broken, was broken, etc., each in a 
complete sentence. 

The teacher may now call rapidly for each form 
in sentences given by the children, all being ready 
to correct errors, which will be numerous. 

This will be sufficient for a half hour's lesson. 

Present other words in similar manner each day, 
reviewing words previously given, until all the 
verbs in the list can be used with precision. Require 
every form of every verb to be spelled when given, 
so long as there is any doubt about its being spelled 
correctly. 

Topic 4, in first grade, may be greatly extended 
in tills connection by simply asking "how?" when 
the sentences are given. As: 

Use some form of eat with yesterda3\ 

I ate my dinner yesterday. 

How ? 

I ate my dinner slowly yesterday. 

Any special words called for in the sentence 
should be spelled. 

By requiring a difierent adverb with each suc- 
ceeding verb given in a recitation, or many cllfFerent 
adverbs with the same verb, the vocabulary 
of the children will be extended and. their facility 
of expression greatly increased. 

As the children get used to the recitation and to 
the requirements of the teacher, the questions may 
be very brief, simply to suggest the idea to the child. 

When we consider the comparatively small num- 
ber of the irregular verbs, and the fact that they are 
used many times more that all the others combined. 



For the tse of Teachers. 17 

the importance of thorouglmess in this topic 
cannot be overstated. 

Appended is a list of verbs to be presented. The 
teacher will choose the verbs as she wishes to pre- 
sent them : 

hang 

hide 

hold 

hurt 

hear 

keep 

know 

leave 

lose 

lie(recline sit 

make 

read 

The above list will require long and patient drill 
extending, may be, over man}' weeks. 

3. 

Correct use of the nominative form of the pci-- 
sonal pronouns after is, was and icere. 

A child stands, and the teacher asks : 

Who is standing? 

I am standing. (/ given with emphasis.) 

Who is it that is standing? 

It is me that is standing, will be the probable 
answer. 

The following sentences will be obtained b}^ a 
little tact and skillful questioning in regard to 
actions observed ; 

It is I that am standins;. 



break 


do 


l)ite 


drive 


bring 


eat 


begin 


fly 


blow 


forget 


buy 


feed 


come 


freeze 


catch 


fall 


choose 


find 


cut 


give 


drink 


go 


draw 


grow 



ride 


sing 


rise 


sleep 


run 


speak 


ring 


slide 


stand 


steal 


shake 


take 


see 


tear 


strike 


think 


say 


throw 


sit 


teach 


sell 


write 


send 


wear. 



18 Instkuction in English 

It is he that is standing. 

It is he and I tliat are lifting the chair. 

It is she that is walking. 

It is we that are reciting. 

It was they that were wliispering. 

It is you who are hearing our lesson. 

It was you who were writing on the board, etc. 

Have the correct manner of giving the sentences 
repeated many times, singly and in concert, lo 
impress the unusual sound upon the minds of the 
children. Vary the sentences to use the verbs men- 
tioned both in questions and in statements. 

4. 

The almost inevitable use of the noun in the 
possessive singular, in the sentences of the children, 
renders it necessary that they should early learn to 
write it correctly. 

Without giving any rule, call for the spelling of 
such expressions as, John's hat, the boy's book, 
etc., depending simply on the jiractice to produce 
the result. Then require the same expressions to 
be written on the slates. 

Use only singular nouns in connection with the 
Dames of the objects possessed. 



Use and orthography of the following words in 
addition to a thorough review of those in Topic 7, 
in tirst grade : j 

aunt ant stair stare 

ate eight steal steel 



For the use of Teachers. 19 

bare bear grate great 

blew blue knew new 

brake break lain lane 

buy by lead led 

coarse course made maid 

fore four pair pare pear 

flour flower pail pale 

ring wring pain pane 

road rode rowed pi"ay pre}^ 

rose rows tail tale 

sail sale threw through 

sea see whole hole 

sent cent won one 

some sum -^-are w^ear 

The use of these words together with those in 
first grade, should form a ])art of the exercises 
throughout the entire time in the grade. Children 
will be especially interested in discriminating in 
their use, and a variety of interesting ways to pre- 
sent them will occur to any intelligent teacher. 
One or two only will be mentioned. They may be 
printed or written, one on each of as many cards as 
there are words, so plainly as to be easily seen by 
all the pupils. 

Then, as the teacher i^resents the cards, the child- 
ren in turn form sentences containing the words seen. 
The teacher can thus remain quiet and the children 
do the talking. 

The teacher may speak one word, and the pupil 
use all of that sound in one sentence. Then spell 
the words in <)rder of use, etc. 



20 Instruction in English 

These exercises never fail to rouse the enthu- 
siasm of little chilc.ren. 

6. 

Use of adjectives in the comparative and sup'^rla- 
tive degrees. 

Two sticks of unequal length are given to two 
children who stand before the class. 

Who can see any difference in the sticks? 

One is longer than the other. 

Which stick has James ? 

James lias the longest stick, Tvill be the answer. 
By repeating the former question and securing em- 
phasis upon the word longer, the correct answer, 
James has the longer stick, will be obtained. 

Follow this with the opposite quality. 

Then present three or more sticks and the pupils 
will soon see the distinction in the use of the com- 
parative and superlative. 

Two pupils of unequal height will secure the use 
of taller and shorter, heavier and lighter, etc. 

Two books, the words longer and shorter, wider 
and narrower, cleaner and dirtier, etc. 

The attention of children is easily held in this 
exercise as they must in every case observe the qual- 
ities which they express. 

7. 

Pronunciation of words. 

The children should tell readily the number of 
syllables in a word, and know^ the meaning of the 
teacher when she says a certain syllable. is accented. 
Aside from practice in reading and in other les- 



For the use of Teachers. 21 

sons, lists of words may be placed ou the board and 
the cliildren pronounce them, enunciating very dis-^ 
tiuctly, after the teacher. 

Then they may pronounce in the same manner 
when the words are pointed out, and followinajthis^ 
individual pupils may do the same. Two or three 
minute exercises, two or three times a day, on lists- 
of ten words w^ell selected, will be of the greatest 
benefit. 

8. 
In addition to Topic 8 of first grade, teach the- 
avoidance of learn for teach, of plenty for plentiful^, 
of do7i'tfor doesn't, (few people make this discrimi- 
nation) of 6^' of, off from, or onto, of as lives for as lief., 
of good ways or long icays for long umy. 

9. 

In addition to what is required in Topic 10 in- 
first grade, the children should be able to write the 
situation of the school, the names of the streets in 
the vicinity, any given date, as July 15, 1880, the 
names of days and months with their abbreviations^ 
and such contractions and abbreviations as occur in 
the reader. 

10. 

The time given to English in this grade should: 
be about one hour a day under the same conditions 
as mentioned for first grade. Since the children, if 
properly taught, can write readily on entering the 
grade, the time should be about equally divided be- 
tween oral and written exercises. 



22 Instruction in English 



The use of capitals extended from first grade ouly 
to iucliide names of days and months. 

In punctuation add the use of the comma in a 
series of words, and to foHow a name denoting ad- 
dress. 

The sentences required in writing will involve 
points of instruction presented in this and the pre- 
ceding grade. 

The work of the first grade may be all thoroughly 
reviewed and kept fresh in the minds of the child- 
ren by constantly combining in the sentences requir- 
ed cliflferent points of first grade topics. In fact, 
this should be done all through the course, and it 
may be without at all impairing the force of the in- 
struction in hand. 

11. . ^ 

In order to promote connected expression of 
thought, extend Topic 9, of first grade, adding oral 
description of pictures. If facilities are ever furn- 
ished for the intelligent teaching of reading, means 
will be at hand to greatly aid in developing this 
topic. But earnest teachers will invent means. 
Suppose an exercise in sight reading. Let each 
pupil face his classmates, read a portion of some in- 
teresting story or description, then close the book 
and give an outline of what he has read, or of the 
story from the beginning. The intelligence and 
5ind clearness in expression of children who have 
been well trained in such exercises would be a reve- 
lation to the ordinary hum-drum teacher. Such ex- 
ercises are impossible with readers which the child- 
ren know by heart. 



For the itse op Teachers. 



2^ 



The feasibility of carrying this topic into writing 
in second grade is very doubttul. 

THIRD GRADE. 
1. 

Without making any parade about it, begin the 
use of tlie terms noun, common, proper, singular, 
plural and possessive, loithout definitions. It i& 
easier to use them than not, and the children will 
soon become familiar with, and use them correctly. 



Rapidly review Topic 2 of second grade and add 



the use of the following verbs. 



bind 


kneel 


shoot 


swim 


bleed 


hit 


show 


swing 


build 


lay 


shrink 


tell. 


burst 


lead 


sink 


weep 


dig 


meet 


slay 


wet 


lend 


pay 


spring 


win 


feel 


send 


sta}- 


wind 


fight 


set 


stick 


wins: 


forsake 


shine 


string 




grind 


shoe 


swear 





Each word spelled. 



Correct use of adjectives after the verbs, look, 
seem, appear, feel, taste and smell. 

The country looks beautiful— not beautifully. 
The apple ta=tes delicious — not deliciously. The 



124 Instruction i.\ English 

I'Dse smells sweet — not sweetly. I feel bad— not 
badly— (if had can be used for ill.) 

The parents will question the correctness of the 
teacher's instruction in this topic, and the inevitable 
C[ueslion is, "Doesn't pleasant!}^ tell liow it looks?" 
By a judicious selection of other adjectives the ex- 
pression will be easily shown to be correct. 



Correct use of different forms of wlio. Who did 
you see? Who did you go with? are used fifty 
times oftener than the correct expression. 

Make the practice as great as possible until the 
use of each word is thoroughly understood, but do 
not write incorrect sentences upon the board— cer- 
tainlj^ do not allow them to remain there. 

Each word spelled. 

5. 

Use of lolio to refer to persons, of ichicli to refer to 
things, and of that to refer to persons and things. 

Indicate the correct use through questions and 
answers, as: 

Shall I say the man which went away has re- 
turneJ V 

The dog whom I saw is lame? 

The horse who is at the door? etc. 

Tlie answers should show that either of two words 
may be used. 

6. 

As preparatory to the use of the dictionary, the 
distinction between vowels and consonants should 



For the use of Teachers. 



25 



be taught, that is, the pupils slioukl be able to tell 
which letters are vowels and which consonants^ 
omitting words containing w and y. 

They should be able to give the long and the 
short sounds of vowels, and distinguish tliese 
sounds when pronounced in words. 
7. 

Add to Topic 7 in first grade and Topic 5 in sec- 
ond grade, the use andorthography of the following; 
words : 



ail ale 
aught ought 
bald bawled 
ball bawl 
berry bur}' 
bough bow 
choir quire 
fair fare 
forth fourth 
gait gate 
groan grown 
hall haul 
hair hare 
heal heel 
him hymn 
idle idol 
need knead 
pain pane 
peace piece 
praise prays 



presence presents, 
pride pried 
pries prize 
prince prints 
rain rein reigrt 
rap wrap 
seen scene 
scent sent cent 
sees seize seas- 
sense cents 
sell cell 
stake steak 
throne throwru 
told tolled 
wade weighed 
wait weight 
way weigh 
weak week 
wrote rote 



Same as Topic 7 of second grade, applying Topic 
6 of this ffrade. 



26 Instruction in English 

9. 

Teach the children to avoid the use of less for 
fewer. 

I have less apples than you. 

Of cvjMct for suspect. I expect he has left the 
city — (expect a past event !) 

Of banister for ballmter, of quantity/ for miriiber. 
We saw a great quantity of birds. 

Of anybody else's for anybody's else, of stopping 
for stnyiag. Our friends have been stopping at the 
hotel two weeks. 

Also review similar topics in preceding grades. 

10. 

Rule for the possessive singular and plural of 
nouQS and application of the same. Teach the rule 
in three parts, as follows : 

The possessive of singular nouns is formed by 
adding the apostrophe and s. 

The possessive of plural nouns ending in s is 
formed by adding the apostrophe. 

The possessive of plural nouns not ending in s is 
formed by adding the apostrophe and s. 

The learning of the rule will amount to nothing 
without a very great amount of practice. That it 
can be understood and applied by the children usu- 
ally found in third grade has been demonstrated. 

11. 

Thoroughly review the more difficult topics of 
second grade. 



For the use of Teachers. 2T 



12. 



Topic 11 of second grade extended. 

The stories, incidents and descriptions to be pro- 
duced in writing as well as orally. The written 
productions should be very brief at first. 

The teacher should pass around among the child- 
ren directing, commending and criticizing. Several 
of the compositions may be read by the children. 
For the greater part this work will of necessity be 
upon the slates, which can receive only the 
general attention of the teacher. Occasionally, per- 
haps once a week, the compositions may be written 
upon paper and the errors marked by the teacher. 
These papers when returned should be re-written 
and the errors noted and avoided. The best ones 
may be read to the school. Care must be exercised 
here, however, not to discourage the poor writers. 



13. 



Letter writing may be and should be taught to 
children at a very early age. Begin the subject in 
this grade, but do not try to overdo the matter. A 
little child's letter is of course a very simple affair, 
but it may be correct in form, and the sentences cor- 
rectly arranged. 

As an incentive allow each to send the first com- 
mendable letter to father or mother through tne 
mail, with some commendation of the teacher. 

The time devoted to the subject in this grade 
should be about the same as in the second. It will 
depend somewhat upon the course of study. 



28 Instruction in English 

FOURTH GRADE. 

1. 
In addition to the grammatical terms used in Topic 
1 of tliird grade, use the terms verh^ pronoun, present, 
past, future, and perfect as applied to verbs, it being 
understood that perfect has reference to the use of 
liave, has or had with the verb. 

None of the terms are to be defined. Their use 
will be more convenient and the children will soon 
Ibecome familiar with them. 

2. 

A limited use of quotation marks, omitting di- 
vided or broken quotations. 

This w'ill necessitate the further use of the com- 
ma. Add the use of the exclamation point. 

4. 
Rules for the use of capital letters. 

5. 
Hules for formiug the plural of nouns. 
Tlie regular plural of nouns is formed by adding 
s or es. 

Special rules for plural of nouns ending in y,o and 
f or fe. Also writing the possessive singular and 
plural of these nouns, 

6. 

After the foregoing topics have been presented, 
the topics of the first and second grades should be 
reviewed so far as there is necessity to make them 
perfectly familiar. 



For the use of Teachers. 29 

Each topic of third grade should be taken up 
carefully and many ot them extended. In Topic 6, 
include w and y, and distinguish in their use. 

Special attention to Topic 10. 

7. 

Same as Topic 8 of third grade, adding the use of 
the dictionary. 

Be sure that the children can tind words ^ud lell 
their pronunciation as well as orthography and def- 
inition. To this end there siiould be general exer- 
cises in finding words and explanations from the 
teacher and pupils as to determining the pronuncia- 
tion. The marks denoting the long and the short 
sounds of vowels should be learned. Reference to 
the bottom of the page Mill suftice for the others, 
as the}'^ do with grown people. Quickness in find- 
ing words should be cultivated and commended. 

8. 
In addition to reviewing similar words in preced- 
ing grades, teach the use and orthography of the 
following : 

air heir might mite 

aisle isle oar ore o'er 

altar alter passed past 

all awl quarts quartz 

aloud allowed read reed 

beau bow scull skull 

bell belle sew so sow 

been bin seam seem 

better bettor shone shown 

bread bred side sighed 



80 Instkuction ix English 

dense dents sighs size 

dew due slay sleigh 

false faults sole soul 

fir fur tacks tax 

flea flee toe tow 

grater greater vain vane vein 

heard herd yale veil vail 

higher hire waist waste 

leaf lief way weigh 

lie l3'e 

9. 
Composition and letter writing upon the same 
j)lan is suggested in third grade, only more extend- 
ed. The suggestions in Topic 11 of second grade, 
should be followed and extended. 

Topic recitation may be introduced in this grade, 
but this must be done in such way as to prevent the 
committing and reciting of passages from the text 
book — that is so far as it appertains to language ex- 
ercises. These same recitations may be written as 
compositions. 

Also easy subjects may be assigned, discussed and 
written upon under an outline which the teacher 
places upon the board. 

10. 

The use of the terms subject and predicate in very 
simple sentences and dividing the sentences into the 
same, as : 

The horse — is w'alking. 

An old man— sits on the piazza. 

Declarative or interrogative sentences not more 
difficult than the above. 



For the use of Teachers. 81 

11. 

Teach correct plural of such words as spoonful, 
pailful, etc., use of in and into with verbs indicating 
motion. 

Avoid using balance for remainder, of some for 
somewhict, o^ fanny for queer or strange, of cute, and 
tlie double abomination real cute. 

Review similar topics. 

12. 

An examination in this grade may include any 
topic thus far given. This is true of any grade and 
need not be repeated. 

FIFTH GRADE. 

1. 
Definitions of subject and predicate. Distinction 
between general or modified subject and predicate 
and simple or unmodified subject and predicate. 

2. 

Analysis of sentences within the following limits: 
The sentences to be simple, declarative or interroga- 
tive, with no transposition from the regular order in 
the arrangement of elements. 

The analysis shall consist of classifying the sen- 
tence, naming the general subject and predicate, and 
the simple subject and predicate. 

3. 

Definitions of noun, common and proper noun, 
person, numbar and gender, and of each cla=s of the 
last three. 



32 Instruction in Engijsii 

Without defiuition of case the pupils sliall desig- 
nate the nominative, the possessive, and the object- 
ive case of nouns, and give reasons therefor. The 
nouns in the nominative case to be confined to the 
subject of the finite verb, in tlie possessive case to 
exclude apposition, and the objective case to imme- 
diately follow its governing word. No rules to be 
given. Confine this topic to sentences analyzed. 

4. 

Definition of adjective No classification. Com- 
pare without definition of comparison, and tell to 
what noun the adjective belongs. Exclude adjec- 
tives belonging to pronouns and predicate adjec- 
tives. 

Confine the work to the sentences analyzed. 

5. 

Definition of verb. Name principal parts. Clas- 
sify into regular and irregular, transitive and intran- 
sitive, avoiding verbs in the passive voice. Confine 
the verbs given in sentences for parsing to the indic- 
ative mode, then each of the six tenses may be desig- 
nated, but not defined. 

Agreement of the verb with subject in person and 
number. 

6. 

Without definition name the more common prep- 
positions as they occur in sentences analyzed, and 
tell the relation shown, 

7. 

Definition of pronoun. Parsing personal pronoun 



For the use of Teachers. 33 

"witbin the limits of tlie parsing of nouns. Declen- 
sion of personal pronouns. Exclude definition of 
declension and exclude the word tJiou. 



Use of dictionary and pronunciation of lists of 
woidsas in previous grades. 

Use of the terms root, prefix and suffix. Applica- 
tion of the same in words having English roots, as 
in the word dishonestly. What is the root ? The 
prefix? Thesuflix? Nothing more. 

9. 

In addition to review of similar words in previous 
grades, present the following: 

assistance assistants guessed guest 

attendance attendants hew hue 

base bass hoard horde 

beach beech hoes hose 

board bored hoop whoop 

brews bruise in inn 

brows browse lessen lesson 

cellar seller levee levy 

chance chants links lynx 

chews choose loan lone 

colonel kernel mail male 

core corps miner minor 

creak creek mussed must 

cue queue nay neigh 

currant current night knight 

dam damn paced paste 
dependence dependents pedal peddle 

earn urn plain plane 



34 Instruction in English 

e'er ere pore pour 

ewe yew you residence residents 

fellow felloe right rite write wright 

fisher fissure roar rower 

flew flue soar sore sower sewer 

gamble gambol soled sold 

gap gape tense tents 

grease Greece tide tied 



grocer grosser 



10. 



Composition writing as in fourth grade. In addi- 
tion to the writing in school the pupils may occa- 
sionally choose a subject and write upon it at 
home. 

A subject with topics for writing in school should 
be assigned several days before the time for writing, 
and the children encouraged to investigate and 
think about it. Purely impromptu composition is 
not desirable. Descriptions of imaginary journeys, 
and biographical sketches to a limited extent, will 
be very profitable. 

11. 

Letter writing. An excellent practice will be to 
tell the children two or three days beforehand that 
the next letter will be written from New York, Paris 
or some other interesting place. They will seek 
information in regard to the same, and thus two 
ends will be served. 

They should also be instructed as to writing let- 
ters of application for business situations, or ans- 
wers to advertisements in ragard to the same. 



For the use op Teachers. 35 

12. 

There should be an hour set apart as often as once 
each week for the reading of compositions and se- 
lections, and for recitations. Selections for reading 
or recitation should never be presented without the 
previous approval of the teacher. See note at the 
end of the course. 

13. 

The various topics of the previous grades must be 
kept in review. 

SIXTH GRADE. 

1. 

Elementary sounds, classification into vocals, 
sub-vocals and aspirates. Analysis of simple words 
into elementary sounds and classification of the 
sounds with reasons. 

Definitions of terms used. 



Letters. Classification into vowels and conso- 
nants. Make clear distinction between elementary 
sounds and their classification and letters and their 
classification. Diphthong and triphthong. Defini- 
tions and illustrations of terms used. 



Words. Classification as to syllables, simple and 
compound, primitive and derivative. 

Definitions of root, prefix and suffix. Practice 
upon forming derivative from primative words with. 



36 Instruction in English 

definitions of both primitive and derivative words 
to show theclianges in meaning. Also ask for defi- 
nitions of short lists of v,ords formed from the same 
foreign root, as dispose, suppose, propose, etc. It 
will not be profitable in this class of words to pay- 
any attention to the meanings of the different parts, 
as the meaning of the word itself will very likely 
not conform to the meaning of the parts. 
Definitions of all terms used. 

4. 

Classification of words into parts of speech. Defi- 
nition of part of speech, and of each class. 

5. 

The noun, excluding nouns in apposition, nom- 
inative independent, nominative absolute, and nom- 
inative by pleonasm. The predicate nominative to 
be confined to the verb be. 

Parsing to be confined to sentences analyzed. 

6. 

Pronoun. Same limitation as for nouns. Confine 
the work to personal pronouns. Definition ot de- 
ch^nsion. Agreement with antecedent. 

7. 

Adjectives, classified into limiting and qualify- 
ing. No classification of limiting adjectives. Defi- 
nition and manner of comparison. Use of the ad- 
jective with the verb to form the predicate and 
parsing of the same. 

Parsing confined to sentences analyzed. 



For the use of Teachers. 3T 



8. 

Verb. Confine work to tenses in the indicative 
and potential modes. 

Classification according to form and meaning. 
Principal parts, voice, modes used, tense. 
Definition of all terms used. 
Apply in sentences analyzed. 

9. 
Adverb. Classification, comparison and use in 
sentences analyzed. 

10. 
Prepositions in common use. 

11. 
Conjunctions. And, but, or and nor. Let them 
be known as co-ordinate conjunctions. Their office 
in sentences analyzed. 

12. 
Interjections — to name them is sufficient. No 
rules are to be required in parsing. 
13. 
Analysis and synthesis of simple sentences. Anal- 
ysis to consist of classifying the sentence, naming 
subject and specifying its word and phrase modify- 
ers; same of predicate. 

The phrases to be classified as adjective or ad- 
verbial. Only prepositional phrases to be used. 
Omit imperative sentences. 
14. 

Correction of errors in construction, with reasons 
for those indicated in the primary grades. 



Instruction in English 



15. 

Use of dictionary and pronunciation ol listsof 
"words as in 5th grade. 

16. 
In addition to similar words in tiie preceding 
grades, present tlie following: 



ascent assent 
bad bade 
beer bier 
berth birth 
candid candied 
c'eiling sealing 
cite sight site 
coat cote 
council counsel 
crews cruise 
crewel cruel 
cj^mbal symbol 
Dane deign 
die dye 
dire dyer 
done dun 
dost dust 
draft draught 
dyeing dying 
ewes use yews 
feat feet 
fined find 
foul fowl 
franc frank 
frays phase 



innocence innocents 

lade laid 

lacks lax 

leak leek 

mantel mantle 

medal meddle 

meer mere 

mews muse 

might mite 

moat mote 

ode owed 

paired pared 

peal peel 

plough plow 

principal principle 

rice, rise (noun) 

rung wrung 

rye wry 

seer sere 

stationary stationery 

soot suit 

tare tear 

throes throws 

vary very 

vial vile viol phial 



For the use of T^^ACHn-xts. 



B9 



gilt guilt vice vise 

gored gourd lioly wholly, 

hail hale 

17. 
Same as Topics 10, 11 and 12 of fifth grade. Add 
the writing of promissory note, and ordinary re- 
ceipt for money. 

18. 
Previous topics to be kept in review. 

SEVENTH GRADE. 
1. 

Synthesis, analysis and parsing of sentences. No 
definite limit can be assigned for the sentences, but 
their difficulty may be governed by the fact that 
there is to be another year's study in the same sub- 
ject. 

Learn and apply the rules of construction both m 
parsing and correcting false syntax. 

Rapid syntactical parsing, and study of the mean- 
ing of constructions. 

2. 
Same as Topic 17, of sixth grade, adding the writ- 
ing and answering of notes of inv itation. 
3. 
Review similar words before presented and add 
the following: 

abbe abbey main mane Maine 

bail bale maize maze 

bark barque marshal martial 



40 



Instruction in English 



barren baroa 
barreness baroness 
bay bey 
bolder bowlder 
breach breech 
cannon canon 
canvas canvass 
cast caste 
cede seed 
ceil seal 
chased chaste 
chord cord 
clause claws 
coward cowered 
cousin cozen 
cypress Cyprus 
deviser devisor divisor 
doe dough 
ferrule ferule 
fort forte 
gild guild 
kill kiln 
knave nave naive 
liar lyre 



marten martin 
mean mien 
meat meet mete 
metal mettle 
mold mould 
peer pier 
pole poll 
reek wreak 
rest wrest 
roe row 
rough ruff 
rout route 
sailer sailor 
sane seine 
serf surf 
tacked tact 
taper tapir 
team teem 
tear tif^r 
tide tied 
tire Tyre 
w^ain wane 
waive w'ave 



PronouDciation of lists of common words w^hich 
are frequently or usually mispronounced. By the 
aid of a little handbook, prepared for the purpose, 
this exercise may be made very interesting without 
special labor on the part of the teacher. It will be 
a great incentive to individual investigation. 



For the use of Teachers. 41 



EIGHTH GRADE. 



Synthesis, analysis and parsing of all construct- 
ions. Any of the selections uf the reader should 
be analyzed, both as to grammatical construction 
and the meaning of the author. 01 course, one 
cannot be well done without the other. 

In analysis the recitation should not be too minute. 
Classifying the sentence, naming the subject and 
predicate, and classifying their word, phrase, or 
clause modifiers is sufficient, unless some peculiar 
or obscure construction occur in one of the ele- 
ments. 

In parsing, require only the words about which 
there may be difficulty. 

Do not dwell upon matters with which the pupils 
are familiar. 

Any false syntax to be corrected with reasons. 

2. 
Use and orthography of the following words : 

adds adz levee levy 

adherence adherents load lode 

allegation alligation manner manor 

auger augur palate pallet 

auricle oracle peak peek pique 

bight bite pearl purl 

borough burrow plait plate 

censer censor pleas please 

cere sear seer plum plumb 
cereal serial . port Porte 

cession session radical radicle 



42 Instefction in English 

choler collar raise ra3's raze 

complement compliment real reel 
cygnet signet reck wreck 

days daze rheum room 

demean demesne rigger rigor 

exercise exorcise shear sheer 

fain fane feign seignior senior 

faint feint serge surge 

fate fete sleight slight 

filter philter stile style 

freeze frieze stoop stoup 

hart heart subtler suttler 

impassable impassible succor sucker 
indict indite suite sweet 

invade inveighed thyme time 

3. 
Same as Topic 2 of seventh grade. 
Upon any subject with which the pupil is familiar, 
he should be able to write intelligently and correctly. 
He should be able to write letters correct in form 
and expression, to write notes of introduction or 
invitation, and to answer the same, and to write cor- 
rectly any ordinary business form. This is not too 
much as a test of written work, and the pupil who 
cannot, in eighth grade, do the work indicated 
should be exceptionally stupid — at any rate so lar 
as the English language is concerned. 
4. 
Same as Topic 4 of seventh grade. 

5. 
The whole subject to be reviewed and completed 
so far as grammar school work can do it. 



SE ''.'F TeL»-|' HTEBt. 



>OTES. 



J^ A5 a means ot cultivating easy use of lan- 
guage, there is nothing tliat excels a well conducted 
recitation. Whenever practicable, recitations 
should be topical, and during the recitat ion of his 
topic a pupil should not be interfered with Ques- 
tion and criticism will come in their proper place, 
and should come freelv frjm the pupCs. 

The ability to recits upon any given topic for one, 
two or three minutes, in well chosen language, is 
invaluable. 

In order that topic recitations may be well con- 
ducted thorough preparation is necessary on the part 
of the teachers. This is one reason why they are 
not adopted. The indolence of teachers lea.ls them 
to prefer to sit behind text book like machines, read 
questions, and look for answers. 

This disgraceful metho<l, or want oi it. is still 
common even in what are called good schools. In 
its use the children are not thrown upon their own 
resources for the use of Ian gauge, but answer in 
monosyllables or in little phrases learned, verbatim 
from the text-book. 

B. The selections for reading or recitation in 
general exen-ises, should be only such as have been 
approved by the teacher. The tendency with the 
children is to look for something humorous. The 
taste may be easily controlled and gradually led to 



44 Instruction in English 

seek such selections as will elevate and strengthen 
the character. 

This will require literary research on the part of 
the teacher than which nothing, certainly, can be of 
greater benefit. 

In the primary grades, the committing of single 
stanzas containing especially beautiful thoughts, or 
of short selections for concert recitation, is a most 
excellent practice. A store of such selections should 
be gathered so that something may be called for 
€very day. 

G. General exercises, as to frequency and arrange- 
ment, must be regulated for the wants of each school. 
They should be dignified in character and carefully 
arranged so that the children will respect as well 
as enjoy them. Do not allow them to become tire- 
some through too great length, either as a whole or 
as to parts. The recitation, in a clear voice, of a 
short sentiment by each pupil of the class, makes' a 
pleasant feature of such exercises. 

An hour each week, for which careful preparation 
has been made, given to essays, readinc;s, recitations* 
sentiments, and singing, will be the pleasantest hour 
•of the week to both pupils and teachers. 

B. When a child can read fluently and intelli- 
gently at sight,the teacher's work with him as to how 
he shall read may be considered pretty well done. 

It is not at all necessary for the school teacher to 
try to fit him for public reading nor for the stage. 

The question as to wJiat the child shall read is one 



For the use of Teachers. 45 

of the greatest importance, and strange to say, one 
that receives but very little attention, in school or 
out of it. 

The reasons that parents do not guide and control 
in this matter arise from various causes, ignorance, 
want of interest, want of time (imaginary but potent), 
and want of literary training or taste. 

To be sure no outline of study calls for attention 
to this subject from the teacher, but it is one of such 
interest and importance that no true teacher after 
once having thought seriously of the matter, can 
shirk its responsibilities. 

The minds of the children crave food, almost as 
universally as do their bodies. 

If left to themselves they will seek that which 
excites their emotions only, but which will beas un- 
healthy mental stimulus as would be a diet of sweet- 
meats for the body. 

This subject should receive the earnest attention 
'of certainly all teachers of grammar grades. 

Let each teacher study and think about it. Make 
lists of books and periodicals which can be consci- 
entiously recommended to the children to read. 
The parents in general will be very glad of such 
assistance, and in many cases will cheerfully procure 
the books recommended. 

Of course there are many standard books which 
may be recommended on their reputation, but let 
there be no mistake about any book in the list. 

Perhaps no more valuable plan than that lately so 
successfully tried and adopted in the AVells School 
of Boston, can be devised. Copies of the same book 



40 Instructiox in English 



are obtained from the public library for all the pu- 
pils in a class. On a given evening instead of the 
regular school lessons all are expected to read a 
certain portion of the book. The next day it is dis- 
cussed in school and forms a most interesting liter- 
ary exercise. As a language exercise it beneficial 
effects are remarkable. Unfortunately the facilities 
aflbrded in Boston are peculiar to that city, but per- 
haps the plan may be approximated in some way 
through the ingenuity of skillful teachers. 

Keeping a record of books read will stimulate and 
control the habit of reading. The mere idea of re- 
porting to their teacher will often deter pupils from 
reading trashy books. In condeming any book the 
child should be made to understand the reason of 
itshurlfulness. 

One plan is to have a blank book in which each 
pupil shall have a space for himself, divided for 
■each month. At the end of the month ask for a 
written list of books read by each pupil together with 
the names of the authors. These may be record- 
ed in the book referred to by one of the pupils. The 
teacher should look over the list and commend or 
condemn the reading matter. As often as once each 
quarter the result of each pupil's reading may be 
announced. 

In this w-ay much lasting good may be accom- 
plished. The dangerous classes in the community 
are not the readers. 

A teacher's aim should be to study, not how lit- 
tle work and responsibility the letter of the law de- 
mands, but how she can be of the greatest benefit to 



For the lse of Teachers. 47 

the children uucTer her charge, both as to their im- 
provement while there, and also as to the formation 
of habits which will promote the happiness and 
usefulness of their whole lives. 






LIBRftRY OF CONGRESS 



■ 



021 772 787 fl' 



